3.2 Plan, structure and sequence learning programs
Highly Accomplished
Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
Lead
Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
HA and Lead Teacher Librarians work in collaboration with teachers to ensure information literacy skills and digital literacy skills are embedded into programs across the curriculum. These skills derive from frameworks informed by the Australian Curriculum. They teach explicit IL skills contextualised within learning area programs and create / promote an environment that supports and promotes independent learning.
Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.
Lead
Exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
HA and Lead Teacher Librarians work in collaboration with teachers to ensure information literacy skills and digital literacy skills are embedded into programs across the curriculum. These skills derive from frameworks informed by the Australian Curriculum. They teach explicit IL skills contextualised within learning area programs and create / promote an environment that supports and promotes independent learning.
Exemplars
Plan
· Program documents · Report pointers used for semester reports · Minutes of Collaborative meetings with Year levels- · Emails about programming in Year levels for Inquiry focus · Notes/ emails from consultation with classroom teachers re inquiries and other areas requiring support · Evidence of application for parent grant to facilitate incursions across the school · Minutes of Library Staff meetings re planning activities for the whole school · Minutes of collaborative meetings between Primary and Secondary school · Discussions with Deputy Head Master re programs · Emails between teachers ie TLS re planning of programs · Differentiation notes for certain students such as Education Support students · Emails to staff requesting information such as reading levels to structure lessons according to needs of the students. · Book Club planning with other teacher involved · Book Week notes for staff · Parent notes about excursions and activities · Notes from discussions with IT teacher re applications being used by classroom teachers and the implementation of these programs. · Rubric planned in conjunction with class teachers for collaboration of a unit of work. · Post programming Structure · New Inquiry model developed in 2013- eg CCGS BLASTER · Proformas used by students-eg graphic organisers developed for a particular unit of work · Lesson plans · Photos of display items and posters on walls indicating structure of a particular sequence of work eg Mobiles: “Think, Perceive, Know” “Discussion pointers”, “Thinking Keys”, BLASTER, Brainstorm, Sequence · Scope and Sequence developed across the school in recent years- P-12 by myself in collaboration with the Senior TL in the Secondary School · Minutes of meetings to Collaborate with Secondary Library · Email Collaboration with P-12 IT teacher to plan work appropriate to year levels across the school · Documents developed with IT teacher for Yr 4- 6 programs to show progression through the years. |
Resources
Many of the examples provided here can also be used as examples for other standards.
Guided Inquiry Differentiation |
TAGS: lesson planning, curriculum design, webquests, learning modules